Generating+&+Testing+Hypotheses

Read & Reflect
// p. 210 // // What is the purpose of asking students to solve problems? // //What kinds of problem-solving activities do I use with my students/teachers?//
 * // Solving problems is an everyday occurrence -- from what will I have for lunch to where should I go to college, to should I get married, etc. The purpose of asking student to solve problems is so they can practice the steps and learn from mistakes in a safe environment. Just like math problems, the more practice; the better the performance. The more skilled they are at considering simple problems, the better they will be in tackling the large issues. //
 * // Since I train teachers in technology tools, the largest problem solving I work with is troubleshooting when the technology does not work well. Rehearsing the steps to fix a technology problem are modeled and stressed in each session. //

//What questions do I have about problem solving?// // p, 242 // // What is the purpose of asking students to use experimental inquiry? //
 * How to get more teachers to use “think aloud” protocols to model problem solving.//p. 242//
 * Experimental Inquires gets learners to think about the “what if” and test their prediction. It leads learners to use knowledge in a meaningful way and to apply it to an actual situation or setting. It is linked to problem solving in this way.

//What kinds of experimental inquiry activities might apply to the content areas I teach?//
 * // In training teachers, we ask them to think about what would happen if they applied a technique or tool and changed a behavior. Action Research is a great way to apply experimental inquiry. //

//What questions do I have about experimental inquiry?//.
 * How to get more time to use it fully,

p. 220 I chose //Decision Making// to write about and linked it to my Create a Graph. What is the purpose of asking students to make decisions?
 * I see much overall between Decision Making and Problem Solving. Like Problem Solving, students will have to make decisions all through their life – some small, some large. Having they make decisions in a safe environment and learn the process will make them better decision makers in the long run.

What kinds of decision –making activities do I use with my students.
 * My DHVA students have input into what courses they take. We consider work load, interests, impact on their future goals, possible impact on GPA, etc. One of the biggest things I stress with them is their decision on how much time to spend working in a course. I used this as my context for the Create a graph.

What questions do I have about decision making?
 * How to stress the natural consequences of poor decision making with students without penalizing their grade too significantly?

Apply & Reflect
//I tracked their time for 10 weeks in their math class. Some have Algebra 1, others Algebra 2 and some had Geometry. I tried to control for ability by selected five similar kids (actually, I tracked data on 20 kids, but create a graph did not seem to like all the data). // 

//I use have used SPSS for analysis or Excel for graphing. Create a Graph drew lines in a way that I did not like. I plan to go back and modify the type of graph to a point graph, but Create a Graph loses the data when you switch to a different type of graph (this is a huge limitation of the tool). I think it would work great for one variable graphs, but with multiple variables, it is not robust enough. //

Regardless of the strangely connected lines, I had enough to show kids that the more time they spend, generally, the better their grade.